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If the knowledge could be best learned through traditional classes and this project could bring some novelties that will need to be practiced in the professional work, the skills and attitudes are mostly developed through projects and others active learning methodologies (Alves et al., 2018; Council of the European Union, 2018). Particularly, the skills and attitudes related to cultural issues are burst in this kind of project.

Table 3 If the knowledge could be best learned through traditional classes and this project could bring some novelties that will need to be practiced in the professional work, the skills and attitudes are mostly developed through projects and others active learning methodologies (Alves et al., 2018; Council of the European Union, 2018). Particularly, the skills and attitudes related to cultural issues are burst in this kind of project.

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Since July 2017, three editions of Global PBL have been held at NOVA School of Science and Technology (FCT NOVA), University NOVA of Lisbon. All editions were organized by Shibaura Institute of Technology (SIT) from Japan, FCT NOVA from Portugal and King Mongkut's University of Technology, Thonburi (KMUTT) from Thailand (Figure 1). The CEP is based on Global Project Based Learning through the problem solving experience (Navas, 2017). Figure 1. Location of the three universities involved in the gPBL
Since July 2017, three editions of Global PBL have been held at NOVA School of Science and Technology (FCT NOVA), University NOVA of Lisbon. All editions were organized by Shibaura Institute of Technology (SIT) from Japan, FCT NOVA from Portugal and King Mongkut's University of Technology, Thonburi (KMUTT) from Thailand (Figure 1). The CEP is based on Global Project Based Learning through the problem solving experience (Navas, 2017). Figure 1. Location of the three universities involved in the gPBL
Table 1. Characterization of the three last editions
Table 1. Characterization of the three last editions
In Global PBL, unexpected problems faced by people very frequently in the real world, will be induced by intention as an improvisation education (Navas, 2017; Yamashita & Hasegawa, 2020). This “Oh my God" experience should trigger the improvement of competency and it is detailed explained in Yamashita and Hasegawa (2020). Each team is requested to reconstruct the process of solving the problems by rescheduling. Improvisation education is performed to obtain creatively adaptation skill to unexpected changes in a project. All through the project, students are expected not only to make a plan but also make a design, implementation and a fieldwork about a pre-defined theme.
In Global PBL, unexpected problems faced by people very frequently in the real world, will be induced by intention as an improvisation education (Navas, 2017; Yamashita & Hasegawa, 2020). This “Oh my God" experience should trigger the improvement of competency and it is detailed explained in Yamashita and Hasegawa (2020). Each team is requested to reconstruct the process of solving the problems by rescheduling. Improvisation education is performed to obtain creatively adaptation skill to unexpected changes in a project. All through the project, students are expected not only to make a plan but also make a design, implementation and a fieldwork about a pre-defined theme.
Table 2. Characterization of the three editions This section presents some results of competencies developed by gPBL attendees in the teachers opinion and experience. These are obtained by matching teams outcomes results (design review and final presentation) with the competencies definition provided in section 1 and some PROG results retrieved pre-, during and post gPBL (Matsumura & Tanabe, 2019). Additionally, these were supported by the observations and experience of the CEP staff coordination team. Table 2 presents such results through some evidences and examples.
Table 2. Characterization of the three editions This section presents some results of competencies developed by gPBL attendees in the teachers opinion and experience. These are obtained by matching teams outcomes results (design review and final presentation) with the competencies definition provided in section 1 and some PROG results retrieved pre-, during and post gPBL (Matsumura & Tanabe, 2019). Additionally, these were supported by the observations and experience of the CEP staff coordination team. Table 2 presents such results through some evidences and examples.
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SociologyProject Based Learning
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